About This Edition The North American Trainers Group has approved this new edition of and Guidelines of Reading Recovery in the United States. The purpose of this revision is to update language where needed, eliminate duplication, and shorten the document by moving some information to the RRCNA website. Although very few substantive changes have been made in this revision, those familiar with earlier editions will notice that the numbering of sections, and of individual standards and guidelines, has changed significantly. The most-obvious changes to the text of the document are in the introductions to each section, where there is an emphasis on clear and more-concise rationales for the standards that follow. Information about processes such as how to establish a training site, how to establish a university training center, and roles and responsibilities of trainers, will be available on the RRCNA website. Also included in this edition is a template for schools and sites to use when requesting an exemption from a specific standard. The waiver process described in Section 8 is intended to promote problem solving and establish a course of action for making decisions about compliance. Most important, these standards are based on the features of Reading Recovery that help to achieve the excellent results associated with the intervention. Abbreviations Used in This Document IDEC International Data Evaluation Center NATG North American Trainers Group OSU The Ohio State University RRCNA Reading Recovery Council of North America
Table of Contents Section 1. Introduction and Rationale... 1 Section 2. Reading Recovery/Descubriendo la Lectura Sites... 2 A. and Guidelines for Establishing a Site... 2 1. Teacher Selection... 5 2. Training Classes... 5 3. Selection of Children... 6 B. and Guidelines for Operating a Site... 7 Section 3. Reading Recovery/Descubriendo la Lectura Teachers... 9 A. and Guidelines for Selection of Teachers... 9 B. and Guidelines for Training of Teachers... 9 1. Course Work and Professional Development... 10 2. Teaching Children... 10 3. Implementing Reading Recovery/Descubriendo la Lectura... 11 C. and Guidelines for Trained Teachers... 11 1. Teaching Children... 11 2. Implementing Reading Recovery/Descubriendo la Lectura... 12 3. Ongoing Professional Development and Support... 12 D. and Guidelines of Bridging for Descubriendo la Lectura Teachers... 13 Section 4. Reading Recovery/Descubriendo la Lectura Teacher Leaders... 15 A. and Guidelines for Selection of Teacher Leaders... 15 B. and Guidelines for Training of Teacher Leaders... 16 1. Academic Course Work... 16 2. Teaching Children... 16 3. Leadership... 17 4. Preparing for Site Implementation... 18 5. Professional Development... 18 C. and Guidelines for Trained Teacher Leaders... 18 1. Teaching Children... 18 2. Training Teachers... 19 3. Research... 20 4. Implementation and Site Maintenance... 20 5. Professional Development... 21
Section 5. Reading Recovery/Descubriendo la Lectura Site Coordinators... 22 A. and Guidelines for Selection of a Site Coordinator... 22 B. and Guidelines for Site Implementation and Maintenance... 22 C. and Guidelines for Professional Development... 24 D. and Guidelines for Sites with Mulitple Districts... 24 Section 6. Reading Recovery/Descubriendo la Lectura University Training Centers... 25 and Guidelines for Establishing a University Training Site... 25 Section 7. Reading Recovery/Descubriendo la Lectura Trainers... 28 A. and Guidelines for Selection of Trainers... 28 B. and Guidelines for the Training of Trainers... 28 1. Academic Course Work... 29 2. Teaching Children... 29 3. Teacher Training... 30 4. Teacher Leader Training... 30 5. Preparing the University Training Center for Implementation... 30 6. Professional Development...31 C. and Guidelines of University Trainer Roles and Responsibilities... 31 Section 8. Policy for Requesting Exemption from... 32 Appendix A Codes of Ethics... 33 Appendix B Template for Request for Exemption from... 36
SECTION 1 Introduction and Rationale Why Reading Recovery? Children who are having extreme difficulty learning to read and write deserve to have educators make every effort possible to ensure their success. Reading Recovery, and in Spanish, Descubriendo la Lectura, are short-term early interventions designed to support classroom instruction for the lowest-achieving children in the first grade those having difficulty learning to read and write. Children meet individually for 30 minutes daily with a specially trained teacher for an average of 12 20 weeks. During a short-term instructional intervention, children make faster-than-average (i.e. accelerated) progress that permits them to catch up to their peers and continue to work on their own within an average group setting in the regular program. Results indicate that Reading Recovery and Descubriendo la Lectura meet the challenge of closing the gap early before a cycle of failure begins. Highly skilled teachers provide the one-to-one instruction for the children who are at the most risk of reading failure. Through the Reading Recovery/Descubriendo la Lectura professional training program, teachers develop an understanding of literacy processes and literacy acquisition. They learn how to observe children closely and how to provide individually designed lessons that follow each child s unique path to literacy learning. Bringing all children to literacy in the first years of schooling is not an easy task. It requires collaboration among professional educators with respect to good classroom teaching and safety nets for children who need additional literacy support. The safety net known as Reading Recovery represents a partnership a concentrated, continuous, united effort in which teachers, administrators, parents, and policymakers work together to change the status of low-achieving children in literacy. In an ongoing process of educational redesign, Reading Recovery partners continue to evaluate the program by collecting data on every child served, analyzing strengths, and making recommendations for improvement. The Reading Recovery partnership operates on three levels. Specially trained teachers work with individual Grade 1 students for part of their teaching day. Teacher leaders provide yearlong training courses for teachers at Reading Recovery sites; they teach individual students, provide ongoing professional development for teachers, and monitor the implementation of Reading Recovery in their district(s) with the help of a site coordinator. University-based trainers prepare teacher leaders, engage in research, support program implementation at affiliated sites, and work with children. [See Schmitt, M. C., Askew, B. J., Fountas, I. C., Lyons, C. A., & Pinnell, G. S. (2005). Changing futures: The influence of Reading Recovery in the United States. Worthington, OH: Reading Recovery Council of North America.] and Guidelines of Reading Recovery in the United States 6th Edition 1
Section 1: Introduction and Rationale The Reading Recovery and Guidelines In industry, standards are developed to ensure that a high-quality product is implemented uniformly from place to place in order for the product to yield the same high outcomes no matter where it is produced. The same is true for the implementation of Reading Recovery. The standards outlined in this document are aligned with the features of Reading Recovery that research has shown to be linked to the accelerated progress students typically make in the intervention. They were written in collaboration with Reading Recovery teachers, teacher leaders, trainers, and site coordinators. By upholding the standards, educators making an investment in Reading Recovery can be assured that they will get a high-quality early literacy intervention that will produce results for children s learning. All countries involved in Reading Recovery have an established set of implementation standards. While these standards necessarily vary because of differences in educational systems, all protect the quality core of Reading Recovery in relation to tutoring for children, professional development for teachers, and system intervention. The standards and guidelines for Reading Recovery in the U.S. were developed by the network of university trainers through their organization, the North American Trainers Group (NATG). The committees of NATG work to solve implementation problems, support research and development, and improve teacher leader and teacher training. The standards are published by the Reading Recovery Council of North America (RRCNA) a not-for-profit membership association of Reading Recovery teachers, teacher leaders, university trainers, site coordinators, and partners which supports Reading Recovery and helps to sustain the quality of its implementation. Revisions to the standards and guidelines are the responsibility of NATG and are made with careful consideration for the implications at all levels of implementation, including the international network. The Role of the Reading Recovery License in Upholding the The trademark for Reading Recovery/Descubriendo la Lectura in the United States was given to The Ohio State University (OSU) by the developer of Reading Recovery, Dr. Marie M. Clay. Use of the Reading Recovery trademark is granted by OSU on a royaltyfree basis to the following entities, subject to meeting the standards and guidelines as described in this document. District-level teacher training sites University training centers Reading Recovery Council of North America (RRCNA) Affiliates of RRCNA 2 and Guidelines of Reading Recovery in the United States 6th Edition
Section 1: Introduction and Rationale A. Licensing District-Level Teacher Training Sites Reading Recovery teacher training sites receive an annual license from OSU provided the site has at least one teacher leader, all teacher leaders at the site were in compliance with the standards and guidelines in the previous year as verified by Reading Recovery trainers who register affiliated teacher leaders with RRCNA at the beginning of each school year (list of registered teacher leaders available on the RRCNA website), and all teacher leaders at the site are identified by the International Data Evaluation Center (IDEC) located within the College of Education at OSU, as affiliated with the site. Trainers provide this information to IDEC when they update their site ID list each year. OSU trainers crosscheck the list of teacher leaders that trainers have registered with RRCNA against the updated site ID list submitted to IDEC and take the following actions: Issue a license. Licenses are sent to sites where all teacher leaders at that site are registered with RRCNA. Licenses are royalty-free and issued for 1 year. Issue a probationary license. In cases where a site has a teacher leader who has not met all of the standards during the previous year, as indicated by the affiliated trainer as part of the Registry process, a probationary license is sent to that site. Remove the license. If after a year the site is still out of compliance (as indicated to OSU by the trainer in the process described above), the site receives a letter that says the site no longer has a license to operate Reading Recovery. In this event, the trainer at the affiliated university also sends a closing letter to the site. B. Licensing University Training Centers On an annual basis the president of NATG identifies to OSU all active university training centers. OSU sends licenses to all those universities for that year. C. Licensing the Reading Recovery Council of North America Per a signed agreement between OSU and RRCNA, OSU issues a Reading Recovery license to RRCNA on a 5-year basis. and Guidelines of Reading Recovery in the United States 6th Edition 3
Section 1: Introduction and Rationale D. Licensing Affiliates of RRCNA OSU licenses affiliates of RRCNA on an annual basis provided that the entity is a recognized affiliate of RRCNA and is in good standing with RRCNA, has been recommended by RRCNA for a license, has 501c status and is incorporated, and has a university trainer in good standing with NATG on the affiliate s board. 4 and Guidelines of Reading Recovery in the United States 6th Edition
SECTION 2 Reading Recovery/Descubriendo la Lectura Sites Reading Recovery is implemented by education districts and consortia that are affiliated with university Reading Recovery centers. Typically one or more school systems decide to implement Reading Recovery and employ a teacher leader, or leaders, to train teachers for Reading Recovery. A Descubriendo la Lectura site must employ a Descubriendo la Lectura trained teacher leader. Establishing a teacher training site requires careful study and a strong, long-term commitment from the sponsoring district or consortium. The stakeholders who collaborate to provide the structures for successful implementation within the system need to have a sense of shared responsibility for the success of each child served. To sustain the innovation over time, understandings about the purposes, rationales, and processes of the innovation must be shared and maintained. Key understandings concern the need to serve the lowest-achieving children first, to be economical with time in selecting and teaching children, and to work towards full implementation which means allocating sufficient staffing and teaching time to service the most at-risk children in the first-grade cohort. Teacher leaders and site coordinators play a critical role in maintaining the integrity and effectiveness of Reading Recovery/Descubriendo la Lectura. Teacher leaders participate in ongoing professional development through the university training centers and Reading Recovery/Descubriendo la Lectura network to explore current developments in research and theory and hone their analytical and teaching skills. Site coordinators attend meetings organized by the university training center and receive up-to-date information and publications through their membership in RRCNA. Administrators are cautioned to refrain from stretching the roles of the Reading Recovery/Descubriendo la Lectura teacher leaders and teachers beyond their training expertise and beyond their ability to continue to perform their primary role successfully. When this happens, program results may suffer. A. and Guidelines for Establishing a Site 1. Teacher Selection The adoption of Reading Recovery/Descubriendo la Lectura represents an investment in the development of teacher expertise and careful selection of appropriate teachers is critical to the effectiveness and success of the intervention. and guidelines for teacher selection are specified in Section 3. 2. Training Classes Training classes that center on collaborative discussion of in-progress lessons are a defining feature of Reading Recovery and Descubriendo la Lectura. Frequent and Guidelines of Reading Recovery in the United States 6th Edition 5
Section 2: Reading Recovery/Descubriendo la Lectura Sites opportunities to observe and discuss lessons taught behind a one-way glass are critical for effective teacher training. The standards specified below are designed to ensure that these learning conditions are in place. A group size of eight or more teachers is needed to allow for many and varied lesson observations and a rich collaborative dialog about teaching. 2.01. Train classes of at least 8 and no more than 12 teachers. 2.02. Arrange for training teachers to earn graduate academic credit through an accredited college or university, with the teacher leader serving as instructor. 2.03. Meet the contact hour class requirements of the credit-granting institution. 2.04. Ensure that at least 80% of the training classes in any 1 year (or a minimum of 18 sessions, whichever is greater) include two behind-the-glass lessons. 3. Selection of Children Selection of children for Reading Recovery and Descubriendo la Lectura is based on the following rationale provided by Marie Clay: Reading Recovery is designed for children who are the lowest achievers in the class/age group. What is used is an inclusive definition. Principals have sometimes argued to exclude this or that category of children or to save places for children who might seem to benefit the most, but that is not using the full power of the program. It has been one of the surprises of Reading Recovery that all kinds of children with all kinds of difficulties can be included, can learn, and can reach average-band performance for their class in both reading and writing achievement. Exceptions are not made for children of lower intelligence, for second-language children, for children with low language skills, for children with poor motor coordination, for children who seem immature, for children who score poorly on readiness measures, or for children who have been categorized by someone else as learning disabled. (p. 60) Clay, M. M. (1991). Reading Recovery surprises. In D. DeFord, C. A. Lyons, & G. S. Pinnell (Eds.), Bridges to literacy (pp. 55 74). Portsmouth, NH: Heinemann. 6 and Guidelines of Reading Recovery in the United States 6th Edition
Section 2: Reading Recovery/Descubriendo la Lectura Sites 2.05. Select the lowest-achieving children for service first (based upon Observation Survey or Instrumento de Observación tasks) in all decisions. 2.06. Administer Observation Survey or Instrumento de Observación and begin service to children within 2 weeks of school opening at the beginning of the year. During the year, selection of children should occur within 2 days of an available teaching slot. 2.07. Ensure students selected for Descubriendo la Lectura are in a bilingual program receiving Spanish reading instruction throughout first grade. Guidelines 2.08. Ensure Reading Recovery/Descubriendo la Lectura children are in heterogeneously grouped classes with exposure to peer models, appropriate curriculum, and opportunity to move to average grade-level performance. 2.09. Develop school teams for Reading Recovery/Descubriendo la Lectura to help monitor student progress, communicate information about the intervention, and assist with difficult selection decisions. 2.10. Design programs for bilingual students that will strengthen language and literacy in both languages. B. and Guidelines for Operating a Site 2.11. Maintain a training facility with a one-way glass and sound system for behind-the-glass lessons. 2.12. Maintain affiliation with a registered university training center. 2.13. Submit data on an annual basis to the IDEC using approved format, procedures, and materials. 2.14. Assure that a site report is developed annually and a copy is submitted to the university training center. 2.15. Continue to choose the lowest-achieving children for service first in all selection decisions. 2.16. Support the teacher leader in monitoring and supporting the progress of trained Reading Recovery/Descubriendo la Lectura teachers. 2.17. Assure consistent, daily, 30-minute individual lessons for all Reading Recovery/Descubriendo la Lectura children on all days school is in session. and Guidelines of Reading Recovery in the United States 6th Edition 7
Section 2: Reading Recovery/Descubriendo la Lectura Sites 2.18. Assure utilization of all available teaching time by avoiding delays in assessment, selection, and the teaching of Reading Recovery/Descubriendo la Lectura children. 2.19. Provide continuing professional development and support services for trained teachers. 2.20. Provide resources annually for teacher leader participation in professional development opportunities through the affiliated university training center and for site visits and consultation from the university training center. 2.21. Provide resources annually for teacher leader attendance at the Teacher Leader Institute and one RRCNA-approved Reading Recovery or Descubriendo la Lectura conference. 2.22. Assure that Descubriendo la Lectura teachers and teacher leaders hold bilingual certification or are nearing completion of requirements for certification. Guidelines 2.23. Ensure that first-grade classes are heterogeneously grouped. (see 2.08) 2.24. Limit the number of teachers supported and monitored by the teacher leader to 42, or considerably fewer, depending on factors such as distance, the number of teachers per school, and the number of districts. 2.25. Consult the teacher leader on planning and budgetary issues. Teacher leader training develops understanding of the rationales for Reading Recovery/ Descubriendo la Lectura elements and standards as well as an awareness of factors influencing implementation plans and decisions. 2.26. Continue to train appropriately selected teachers toward the goal of full implementation. 2.27. Collect and maintain additional data at the school, district, and site levels. 2.28. Obtain written agreements specifying ongoing fiscal, operational, and professional development responsibilities with all other districts for which the site will train teachers. 2.29. Provide means for supporting and interfacing with other programs in the school or district. 2.30. Examine the need for a second training and observation facility to accommodate an expanding number of training activities in districts with multiple teacher leaders. 8 and Guidelines of Reading Recovery in the United States 6th Edition
SECTION 3 Reading Recovery/Descubriendo la Lectura Teachers The adoption of Reading Recovery/Descubriendo la Lectura represents an investment in the development of teacher expertise, and careful selection of appropriate teachers is critical to the effectiveness and success of the intervention. Teaching children who struggle with literacy learning is very challenging, and teachers selected for training must be experienced and effective teachers of young children. They need to be open to new learning and ready to continuously reflect, problem solve, and adjust their teaching to ensure the success for young struggling readers. The Reading Recovery-trained teacher also works closely with building administrators, classroom teachers, and the parents of individual students, so teachers selected for Reading Recovery/Descubriendo la Lectura training should be knowledgeable professionals who are able to communicate, cooperate, and negotiate effectively with colleagues and parents. A. and Guidelines for Selection of Teachers 3.01. Be employed in a school system that has a commitment to implementation. 3.02. Hold teacher certification. 3.03. Show evidence of successful teaching experience. 3.04. Show evidence of successful bilingual teaching experience if applying for Descubriendo la Lectura. 3.05. Be certified or nearing completion of requirements for certification in bilingual education if applying for Descubriendo la Lectura. Guidelines 3.06. Have at least 3 years teaching experience with primary-age children. 3.07. Demonstrate evidence of adaptability and problem solving. 3.08. Be willing to learn, acquire, and apply new skills and knowledge. 3.09. Show evidence of good interpersonal skills with colleagues. 3.10. Make application voluntarily and be screened through an interview and selection process. B. and Guidelines for Training of Teachers Teacher training requires participation in a graduate-level Reading Recovery/ Descubriendo la Lectura course taught by a registered teacher leader for a full aca- and Guidelines of Reading Recovery in the United States 6th Edition 9
Section 3: Reading Recovery/Descubriendo la Lectura Teachers demic year. Concurrent with the training, the teacher works with Reading Recovery or Descubriendo la Lectura children and fulfills other educational roles as prescribed by the school district. 1. Course Work and Professional Development 3.11. Participate in assessment training sessions. 3.12. Successfully complete a yearlong course in Reading Recovery or Descubriendo la Lectura for which university credit is received. 3.13. Teach a child behind the glass at least three times during the training year. 3.14. Participate in training class discussions in the language of lessons taught behind the glass. 3.15. Receive at least four school visits from the teacher leader over the course of the training year. Guideline 3.16. Participate in one RRCNA-approved Reading Recovery/Descubriendo la Lectura conference. 2. Teaching Children 3.17. Teach at least four first-grade children per day individually for 30-minute daily sessions in a school setting throughout the school year. 3.18. Demonstrate effective teaching of Reading Recovery or Descubriendo la Lectura students. 3.19. Keep complete records on each child as a basis for instruction (Observation Survey and summary, predictions of progress, lesson records, running records, record of reading vocabulary, record of writing vocabulary, and record of book level). Guidelines 3.20. Serve a minimum of eight children per year. 3.21. Work with only four Reading Recovery/Descubriendo la Lectura students each day. 3.22. Communicate with parents, first-grade teachers, and other school personnel on a regular basis throughout the year. 10 and Guidelines of Reading Recovery in the United States 6th Edition
Section 3: Reading Recovery/Descubriendo la Lectura Teachers 3. Implementing Reading Recovery/Descubriendo la Lectura 3.23. Administer Observation Survey or Instrumento de Observación as appropriate throughout the year. 3.24. Communicate with parents, first-grade teachers, and other school personnel throughout the year. 3.25. Submit data to the teacher leader as required. Guidelines 3.26. Contribute to the development and operation of a school team to monitor program progress. 3.27. Monitor the progress of children whose lessons have been discontinued. 3.28. Prepare an annual Reading Recovery/Descubriendo la Lectura report for the school. C. and Guidelines for Trained Teachers Reading Recovery and Descubriendo la Lectura teachers maintain registered status through continued employment as Reading Recovery/Descubriendo la Lectura teachers in compliance with standards outlined in this document. Registration lapses when a teacher is absent from Reading Recovery or Descubriendo la Lectura teaching for more than 1 year. Reregistration can be established by completing training activities specified by the teacher leader in collaboration with the university training center. In order to make Reading Recovery/Descubriendo la Lectura teaching effective, it is important for teachers to continue to teach a minimum of four children per day and participate in ongoing professional development that includes observation and discussion of behind-the-glass lessons. 1. Teaching Children 3.29. Teach at least four first-grade children per day individually for 30-minute daily sessions in a school setting throughout the school year. 3.30. Keep complete records on each child as a basis for instruction. (see 3.19) 3.31. Demonstrate effective teaching of Reading Recovery or Descubriendo la Lectura children. 3.32. Serve a minimum of eight children per year. and Guidelines of Reading Recovery in the United States 6th Edition 11
Section 3: Reading Recovery/Descubriendo la Lectura Teachers 3.33. Continue to teach at least one child in each language beyond the bridging year in order to maintain dual registration in both Reading Recovery and Descubriendo la Lectura. Guideline 3.34. Avoid making Reading Recovery/Descubriendo la Lectura teaching an all-day assignment. Teach up to a maximum of six Reading Recovery/ Descubriendo la Lectura children per day only with the concurrence of both the teacher leader and the teacher. 2. Implementing Reading Recovery/Descubriendo la Lectura 3.35. Administer Observation Survey or Instrumento de Observación as appropriate throughout the year. 3.36. Communicate with parents, first-grade teachers, and other appropriate school personnel throughout the year. 3.37. Submit data to the teacher leader as required. 3.38. Abide by the principles listed in the Code of Ethics for North American Reading Recovery Trained Professionals and Administrators Implementing Reading Recovery. (see Appendix A) Guidelines 3.39. Contribute to the development and operation of a school team to monitor program progress. 3.40. Monitor the progress of children whose programs have been discontinued. 3.41. Prepare an annual report of the school Reading Recovery/Descubriendo la Lectura program. 3.42. Work toward full coverage at the school level. 3. Ongoing Professional Development and Support 3.43. Consult with the teacher leader about children not making satisfactory progress and other issues. 3.44. Participate in a minimum of six professional development sessions each year, including a minimum of four behind-the-glass sessions with two lessons each session. 12 and Guidelines of Reading Recovery in the United States 6th Edition
Section 3: Reading Recovery/Descubriendo la Lectura Teachers 3.45. Receive at least one school visit from a teacher leader annually. 3.46. Teach behind the glass for colleagues, as scheduled, and in the language in which the teacher is registered. 3.47. Collaborate with teacher leaders to plan a professional development schedule that is balanced between English and Spanish and does not exceed eight sessions, if registered in both Reading Recovery and Descubriendo la Lectura. Guidelines 3.48. Make and receive school visits from colleagues annually. 3.49. Participate in an RRCNA-approved Reading Recovery or Descubriendo la Lectura conference. 3.50. Maintain active membership in the Reading Recovery Council of North America to receive current information and publications about Reading Recovery/Descubriendo la Lectura. D. and Guidelines of Bridging for Descubriendo la Lectura Teachers Because teaching in a different language is complex, a teacher making the shift from one language to another is required to work under the tutelage of an expert for a sustained period of time. Teachers trained in Reading Recovery, or in Descubriendo la Lectura, must have an additional year of training to implement the intervention in the other language. 3.51. Participate in a 2-week orientation and assessment workshop, prior to the year of bridging training, using the materials and procedures required in the language to which the teacher is bridging. 3.52. Work with a minimum of two students in the language to which the teacher is bridging and two additional students in the other language throughout the bridging year. 3.53. Receive academic credit for the activities of the bridging year. 3.54. Receive four to six field visits by a Reading Recovery/Descubriendo la Lectura teacher leader during the bridging year for guidance and instructional assistance. and Guidelines of Reading Recovery in the United States 6th Edition 13
Section 3: Reading Recovery/Descubriendo la Lectura Teachers 3.55. Participate in at least two behind-the-glass training sessions in the language to which the teacher is bridging. 3.56. Participate in training class discussions in the language of lessons taught behind the glass. 3.57. Submit records, videos, and other data to the teacher leader monitoring the bridging. 14 and Guidelines of Reading Recovery in the United States 6th Edition
SECTION 4 Reading Recovery/Descubriendo la Lectura Teacher Leaders Reading Recovery and Descubriendo la Lectura teacher leaders have a complex role. They provide initial training and ongoing professional development for Reading Recovery teachers, monitor the progress of children throughout the site, collect data, disseminate information, and support the development of school teams. The teacher leaders work closely with district administrators to achieve effective implementation, operation, and evaluation. They also work with individual students and participate in the Reading Recovery network to maintain their own professional development. Administrators are cautioned against stretching the roles of the Reading Recovery/Descubriendo la Lectura teacher leaders beyond their training expertise and beyond their ability to continue to perform their primary role successfully. A. and Guidelines for Selection of Teacher Leaders 4.01. Hold a master s degree and teacher certification. 4.02. Show evidence of successful teaching experience. 4.03. Show evidence of successful teaching experience in a bilingual setting if a Descubriendo la Lectura candidate. 4.04. Be nominated by an administrative agency making a Reading Recovery/ Descubriendo la Lectura application or by an established site. 4.05. Have a commitment, following the completion of training, to remain employed as a Reading Recovery/Descubriendo la Lectura teacher leader with the agency making the application. 4.06. Be accepted by the university training center, based upon application and interview. 4.07. Have completed or be near completion of requirements for bilingual certification if a Descubriendo la Lectura candidate. Guidelines 4.08. Have at least 5 years teaching experience, preferably with at least 3 years with primary-age children. 4.09. Show evidence of leadership and competence in working with colleagues and administrators. 4.10. Commit to a minimum of 3 years service to the site. and Guidelines of Reading Recovery in the United States 6th Edition 15
Section 4: Reading Recovery/Descubriendo la Lectura Teacher Leaders B. and Guidelines for Training of Teacher Leaders Training as a teacher leader requires full-time participation in a residential program for an academic year at an accredited Reading Recovery university training center. It also requires training a class of teachers during the first field year. If candidates teach children in the home district and commute to the training site, their district must release them from duties other than the teaching of four Reading Recovery children during their training year. A Descubriendo la Lectura teacher leader must be trained by a Reading Recovery/ Descubriendo la Lectura trainer. If a Reading Recovery/Descubriendo la Lectura trainer is not available, an approved bridging model must be developed in conjunction with the university training center and a Reading Recovery/Descubriendo la Lectura trainer. The major components of the training are academic course work, teaching children, leadership, and program implementation. 1. Academic Course Work 4.11. Participate in weekly class sessions and seminars (Reading Recovery teaching, leadership, theory). 4.12. Successfully meet all requirements for teacher leader training as prescribed by syllabi. 4.13. Teach a child behind the glass a minimum of three times during the training year. 2. Teaching Children 4.14. Teach four Reading Recovery children per day individually for 30-minute sessions in a school setting throughout the school year. 4.15. Demonstrate effective teaching of Reading Recovery or Descubriendo la Lectura children. 4.16. Keep complete records on each child as a basis for instruction (Observation Survey/Instrumento de Observación and summary, predictions of progress, lesson records, running records, record of reading vocabulary, record of writing vocabulary, and record of book level). 4.17. Receive at least four school visits from a university trainer. 16 and Guidelines of Reading Recovery in the United States 6th Edition
Section 4: Reading Recovery/Descubriendo la Lectura Teacher Leaders 4.18. Administer Observation Survey/Instrumento de Observación as appropriate throughout the year. 4.19. Communicate with parents, first-grade teachers, and other school personnel periodically throughout the year. 4.20. Submit data to the university trainer as required. Guidelines 4.21. Serve a minimum of eight children per year. 4.22. Monitor the progress of children whose lessons have been discontinued. 3. Leadership Teacher leaders-in-training participate in structured field experiences planned by the university training center. Beginning with observation, the trainee gradually begins to practice the role of teacher leader under the guidance of experienced teacher leaders and university trainer(s). 4.23. Participate in scheduled training classes, and observe and participate in all aspects of training class responsibilities. 4.24. Conduct colleague visits to other teacher leaders-in-training. 4.25. Make school visits to Reading Recovery/Descubriendo la Lectura teachers, initially with a teacher leader and then independently. 4.26. Abide by the principles listed in the Code of Ethics for North American Reading Recovery Trained Professionals and Administrators Implementing Reading Recovery. (see Appendix A) Guidelines 4.27. Visit other Reading Recovery or Descubriendo la Lectura sites to gain insight regarding variety of settings and approaches. 4.28. Observe ongoing professional development sessions conducted by a teacher leader. 4.29. Observe Reading Recovery or Descubriendo la Lectura-related activities in school districts (e.g., participate in school board meetings and planning sessions). 4.30. Participate in research and evaluation (e.g., writing a site report). and Guidelines of Reading Recovery in the United States 6th Edition 17
Section 4: Reading Recovery/Descubriendo la Lectura Teacher Leaders 4. Preparing for Site Implementation Guidelines 4.31. Work with the site coordinator to plan and initiate activities related to the implementation of Reading Recovery/Descubriendo la Lectura at the site (e.g., ordering materials, developing a budget, developing the training facility). 4.32. Communicate with appropriate personnel to develop awareness of Reading Recovery/Descubriendo la Lectura. 4.33. Assist the site coordinator in planning and providing an appropriate facility for teacher training (room with one-way glass, high-quality audio system, and suitable seminar and office space). 4.34. Develop a plan for clerical support. 4.35. Assist in the identification of appropriate teachers for the training class. 5. Professional Development 4.36. Participate in an annual RRCNA-approved Reading Recovery conference. 4.37. Participate in the annual Teacher Leader Institute. 4.38. Participate in one RRCNA-approved Descubriendo la Lectura conference if registered as a Descubriendo la Lectura teacher leader. C. and Guidelines for Trained Teacher Leaders Reading Recovery and Descubriendo la Lectura teacher leaders maintain registered status through affiliation with a university training center and continued employment in the role of teacher leader in a registered site. Qualifying employment must include teaching at least two children, monitoring teacher and student progress, providing professional development sessions for teachers, and participating in teacher leader professional development. Registration lapses if a teacher leader is not employed in the role for more than 1 year. Reregistration can be established by completing training activities developed by the university training center after consultation with the site and the individual. 1. Teaching Children 4.39. Teach four Reading Recovery or Descubriendo la Lectura children daily during the field year. 18 and Guidelines of Reading Recovery in the United States 6th Edition
Section 4: Reading Recovery/Descubriendo la Lectura Teacher Leaders 4.40. Continue to teach a minimum of two children daily. 4.41. Teach a minimum of one child in English and one child in Spanish in subsequent years in order to maintain registration in both Reading Recovery and Descubriendo la Lectura. 2. Training Teachers 4.42. Teach a training class of 8 12 Reading Recovery or Descubriendo la Lectura teachers during the field year. 4.43. Teach a training class of 8 12 Reading Recovery or Descubriendo la Lectura teachers in subsequent years as needed by the site. 4.44. Conduct a minimum of 24 hours assessment training (including practice with children). 4.45. Provide Reading Recovery teacher training as graduate coursework at an accredited college or university. 4.46. Ensure that teachers teach behind the glass at least three times during the year. 4.47. Ensure that 80% of classes in the teacher training course (or a minimum of 18 sessions, whichever is greater) include two behind-the-glass lessons. 4.48. Visit teachers-in-training four to six times during the year to provide guidance and instructional assistance. 4.49. Monitor the selection and progress of children with reference to the teachers records. 4.50. Provide trained teachers with at least six continuing professional development sessions each year, including a minimum of four behind-the-glass sessions with two lessons per session. 4.51. Visit trained Reading Recovery and Descubriendo la Lectura teachers at least once each year to ensure quality control of the program, with additional visits based on need or request. Guidelines 4.52. Teach only one training class during the field year. 4.53. Avoid allocating full or primary responsibility for professional development and support services during the teacher leader s field year. and Guidelines of Reading Recovery in the United States 6th Edition 19
Section 4: Reading Recovery/Descubriendo la Lectura Teacher Leaders 3. Research 4.54. Collect entry, exit, discontinuing, and end-of-year data on Reading Recovery and Descubriendo la Lectura children using IDEC-approved format, procedures, and materials. 4.55. Prepare an annual site report and submit it to the affiliated university training center. Guideline 4.56. Assist teachers and principals in preparing annual school reports. 4. Implementation and Site Maintenance 4.57. Maintain the standards for establishment and operation of a site specified in Section 2, including the selection of the lowest-achieving child at each selection decision. 4.58. Maintain affiliation with a university training center. 4.59. Serve as a specialist to support Reading Recovery/Descubriendo la Lectura teachers in their work with challenging children. 4.60. Work with the site coordinator and administrators to assure a quality implementation at the site and school levels with the goal of full coverage. 4.61. Abide by the principles listed in the Code of Ethics for North American Reading Recovery Trained Professionals and Administrators Implementing Reading Recovery. (see Appendix A) Guidelines 4.62. Order materials for teacher training. 4.63. Inform appropriate groups about Reading Recovery/Descubriendo la Lectura. 4.64. Assist in recruiting and identifying appropriate teachers for the training class. 20 and Guidelines of Reading Recovery in the United States 6th Edition
Section 4: Reading Recovery/Descubriendo la Lectura Teacher Leaders 5. Professional Development 4.65. Participate in professional development opportunities for Reading Recovery or Descubriendo la Lectura teacher leaders sponsored by the university training center. 4.66. Receive a minimum of two site visits from a trainer during the teacher leader s first year(s) in the field. Receive at least one site visit during the first year after a teacher leader has changed the site of employment. Subsequent annual or periodic visits can be requested by the university training center or site. 4.67. Participate in the annual Teacher Leader Institute. 4.68. Participate in an approved RRCNA Reading Recovery/Descubriendo la Lectura conference each year. Guidelines 4.69. Conduct and receive a colleague visit with other teacher leaders annually. 4.70. Participate in opportunities for interaction with Reading Recovery/ Descubriendo la Lectura professionals from other countries. 4.71. Maintain active membership in the Reading Recovery Council of North America to receive current information and publications about Reading Recovery/Descubriendo la Lectura. and Guidelines of Reading Recovery in the United States 6th Edition 21
SECTION 5 Reading Recovery/Descubriendo la Lectura Site Coordinators The success of an implementation is contingent upon strong administrative support and skilled leadership. The site coordinator provides an administrative structure that will ensure policy and procedures are in place to support the implementation of Reading Recovery and the leadership actions of the Reading Recovery teacher leader. The site coordinator collaborates with the teacher leader to make policies that support and sustain the implementation of Reading Recovery within a district or consortium s existing educational structure. The site coordinator exercises administrative authority by managing and overseeing the design of organizational policies, structures, budgeting, and personnel processes that ensure a high-quality implementation of Reading Recovery. The teacher leader provides the professional leadership necessary for implementing Reading Recovery with fidelity and the site coordinator provides the administrative support necessary for implementing Reading Recovery with fidelity. A. and Guidelines for Selection of a Site Coordinator 5.01. Must be an administrator. 5.02. Be willing to become knowledgeable about Reading Recovery (or Descubriendo la Lectura when appropriate). Guidelines 5.03. Select a person with experience that will support their role as site coordinator: language arts or early literacy, budget management, securing funding from diverse sources, research and evaluation, advocacv, Reading Recovery/ Descubriendo la Lectura implementation. 5.04. Revise the written job description to reflect site coordinator responsibilities in addition to the other duties. 5.05. Select a site coordinator with access to the decision makers of educational policy and budget allocation in the site. B. and Guidelines for Site Implementation and Maintenance 5.06. To prepare for site implementation, collaborate with the teacher leaders associated with implementation at the training site to: 5.06.1. develop a budget. 5.06.2. secure an appropriate facility for teacher training. 22 and Guidelines of Reading Recovery in the United States 6th Edition
Section 5: Reading Recovery/Descubriendo la Lectura Site Coordinators 5.06.3. assist with the recruitment of program personnel. 5.06.4. secure necessary supplies, materials, and technology to facilitate the operation. 5.06.5. arrange for university credit for Reading Recovery/Descubriendo la Lectura courses taught at the site. 5.06.6. secure and assist with other related elements relevant to site implementation. 5.07. To prepare for site implementation, collaborate with the university training center on issues related to training and implementation. 5.08. Oversee ongoing implementation and maintenance. Guidelines 5.08.1. Communicate and collaborate with school and district personnel, university trainers, the community, and other interested parties on issues related to implementation including but not limited to continuous improvement, full implementation, funding, advocacy, and dissemination of information regarding Reading Recovery/ Descubriendo la Lectura. 5.08.2. Create and manage an annual budget in consultation with the teacher leaders or advisory board in a multiple district site. 5.08.3. Monitor the caseload of each teacher leader to protect and ensure adequate support for site implementation. 5.08.4. Monitor and assure site compliance with the criteria published in and Guidelines of Reading Recovery in the United States. 5.08.5. Develop an effective plan of communication with the teacher leaders including meeting regularly to oversee implementation. 5.08.6. Develop, implement, and oversee the long-range site plan for Reading Recovery/Descubriendo la Lectura. 5.09. Visit a Reading Recovery or Descubriendo la Lectura site known to exemplify a quality implementation before beginning implementation. 5.10. Facilitate widespread support for Reading Recovery/Descubriendo la Lectura within the local educational agency and community (e.g., maintain contact with building and district administrators; provide articles, reports, and Guidelines of Reading Recovery in the United States 6th Edition 23
Section 5: Reading Recovery/Descubriendo la Lectura Site Coordinators or videos to board members and superintendent; coordinate visits for policymakers to Reading Recovery/Descubriendo la Lectura training sessions and lessons). 5.11. Work to embed Reading Recovery/Descubriendo la Lectura within the school, district, or site comprehensive literacy plan. 5.12. Network with other site coordinators. 5.13. Observe a teacher training or professional development session annually. C. and Guidelines for Professional Development Standard 5.14. Participate in the site coordinators meeting at the affiliated university training center (a minimum of one meeting per year). Guidelines 5.15. Develop expertise regarding Reading Recovery/Descubriendo la Lectura and implementation (e.g., review professional literature; participate in a state, regional, or national Reading Recovery/Descubriendo la Lectura conference). 5.16. Maintain active membership in the Reading Recovery Council of North America to receive current information and publications about Reading Recovery/Descubriendo la Lectura. D. and Guidelines for Sites with Multiple Districts 5.17. Maintain standards outlined in Sections A, B, and C. 5.18. Be selected or affirmed by the managing agency of the multiple district site. 5.19. Establish an advisory team with a district Reading Recovery/Descubriendo la Lectura coordinator from each participating district to serve as a link between the school district and the Reading Recovery/Descubriendo la Lectura training site. 24 and Guidelines of Reading Recovery in the United States 6th Edition
SECTION 6 Reading Recovery/Descubriendo la Lectura University Training Centers University training centers provide the organizing structure that links national Reading Recovery organizations to the district and school levels of service to children. Each university training center creates and supports a network of affiliated sites; they provide initial training and ongoing professional development for Reading Recovery/ Descubriendo la Lectura teacher leaders within these sites, and support sites by providing technical services and networks of communication and information dissemination. University trainers organize conferences and other professional development opportunities for teachers and teacher leaders, and take responsibility for monitoring and evaluating the implementation of Reading Recovery in affiliated sites. They also conduct and critique research and contribute to the work of NATG and RRCNA. A university training center is defined by the current approval of NATG and by the presence, as a full-time faculty employee, of a registered Reading Recovery trainer who serves as director of the university training center. Any university or college with doctoral granting programs in reading, language arts, or literacy may apply to become a university training center for Reading Recovery/Descubriendo la Lectura. NATG has established a national procedure and application form that must be used by a university seeking to establish such a center. The application process requires careful study and strong commitment from the supporting university and from the individual seeking trainer status. Other universities or institutions involved in Reading Recovery (either as associate institutions granting credit for Reading Recovery teachers or as hosts for periodic meetings or conferences in support of Reading Recovery) are not registered university training centers and therefore are not approved to offer professional development or training for teacher leaders. Exceptional situations with regard to this should be brought to the attention of NATG. and Guidelines for Establishing a University Training Site 6.01. Follow the procedures for applying to establish a center adhering to designated timelines. 6.02. Determine the current status of Reading Recovery/Descubriendo la Lectura in your state or region and project future needs. 6.02.1. Collect and submit evidence of support from other university training centers that may be affected by the establishment of a new center. and Guidelines of Reading Recovery in the United States 6th Edition 25